The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

Abstract

In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.

Education for Sustainable Development, Curriculum Reform and Implications for Teacher Education in a Small Island Developing State

“…Conceding that there is a paucity in research as it relates to Jamaican teachersí implementation experiences with the NSC, Roofe and Baldwin (2020) state that the NSC ìhelps students to search for meaning and connect content of the subjects they pursue in schools with the contents of their livesî (p. i) and that it ìrequires teachers to implement new subjects, methodologies, and a range of assessments in improving learningî (p. ii). Additionally, Mayne and Dixon (2020) intimate that the NSC is designed to prepare 21st century learners in dynamic, challenging, inclusive and inspiring ways. This curriculum emerged as its predecessor, the Reform for Secondary Education (ROSE) curriculum needed to be revamped.…”

“…The shortfalls in the ROSE curriculum highlighted by Jennings (2002) point directly to the role of the teacher in the reform process. Mayne and Dixon (2020) contend that it is imperative for teachers to be equipped with the skills to facilitate project-based, problem-based and inquiry-based learning. These opportunities, according to Ferguson and Roofe (2020), allow students to evaluate complex social, economic and environmental issues to the benefit of society.…”

Implementasi Kurikulum 2013 (Terpadu) Di Ra Baiturrahman Bima Cirebon

“…Seorang pendidik profesional perlu memahami prinsip pengembangan kurikulum dalam profesinya (Guo et al, 2020). Banyak dalam sebuah lembaga, guru tidak memiliki tujuan yang jelas dan itu mengakibatkan guru tidak profesional saat pembelajaran berlangsung, karena mereka mempunyai kebiasaan dan menganggap bahwa telah terjalin pendidikan saat sesudah mengajar (Mayne & Dixon, 2020). Jadi, saat peserta didik memiliki kesulitan itu disebabkan oleh permasalahan kinerja pendidik dalam menjelaskan pelajaran kurang menciptakan pengalaman belajar sesudah materi pelajaran diinformasikan atau evaluasi dalam pembelajaran, maka kurikulum itu bermanfaat untuk memberikan dasar dan arahan pelaksanaan program pembelajaran serta tata cara mengajar, dan tidak cukup materi pelajaran saja, namun perlu mengeksplor dalam hal belajar (Elmetwali & Amer, 2020).…”